Do you often have the need for writing equations, drawing pictograms, graphs or otherwise illustrate a point in the middle of a video conference lecture? Do your students ask subject related questions that are not on your slides?
Or have you found yourself bringing an object to class, which turns out difficult to see for those who are not sitting on the first rows, or are unable to walk up to see it during the break, i.e. students in the "far end" of a video conference situation?
In this video, we present solutions to help you in such situations. Some of these can also be used in plenary, when students do exercises on paper, on a white board, on their own computer, or through physically manipulating objects (such as wiring of electronic equipment or playing music instruments)
These uses may also give you, as a teacher, a better sense of the students’ progression in sessions with video conference teaching… And you get to know them better. Many teachers tell us that they only see badly lit or very small images of the people at the "far end". In this way, you will see some of your students up close - and they will see each other.
In this video, Rikke, Peter, and Birgitte, introduce various set-ups while discussing their possible uses. The situation is recorded in a meeting room that serves to illustrate how you and your students can use these tools in supervision, group project work, exercises, as well as and Q&A sessions.
Teach using your tablet
Make use of your tablet PC's potential in a virtual meeting room.
Document cameras are versatile and easy to use. In this video, we discuss their potential in meetings and in education, both in traditional classroom settings, and for use in video conference teaching across campuses.
Here's a link to the document camera review mentioned in the video.
Keep in mind that sometimes you can support active participation by having the students connect their phone, or computer, and show and discuss results of their work on exercises, or their PBL projects, via the webcam on the computer, or via the mobile phone, or the document camera. It gives the students the initiative to show, tell, and ask questions to each other. Often this is much quicker than sharing via Moodle, and it creates an informal atmosphere with some laughs, e.g. from funny angles.